Social and Emotional Aspects of Learning Lesson Plan

The SEAL materials help schools to develop social and emotional skills, which underpin the PSHE framework, and to meet the criteria for emotional health and well-being in the National Healthy Schools Programme.

SEAL was initially developed for primary schools, and a programme for secondary schools has been piloted and will be rolled-out nationally starting in September 2007. It provides a framework and resources to help schools to systematically and progressively develop pupils’ social and emotional skills.

The Primary SEAL resource provides a whole-school and whole-curriculum framework, and is organised into seven themes: 

  • New beginnings
  • Getting on and falling out
  • Going for goals
  • Good to be me
  • Relationships
  • Changes
  • Say no to bullying

Each theme is relevant to reducing bullying. The theme ‘Say no to bullying’ provides an explicit focus on bullying and is a useful resource for Anti-Bullying Week.

The SEAL learning objectives related to anti-bullying are:

Foundation stage

  • I know I belong in my classroom.
  • I like the ways we are all different and can tell you something special about me.
  • I can tell you some ways in which children can be unkind and bully others.
  • I can tell you how it feels when someone bullies you.
  • I can be kind to children who have been bullied.
  • I know who I could talk to in school if I was feeling unhappy or being bullied.
  • I know what to do if I am bullied.

Years 1 and 2

  • I can tell you what bullying is.
  • I can tell you some ways in which I am the same and different from my friends.
  • I am proud of the ways in which I am different.
  • I can tell you how someone who is bullied feels.
  • I can be kind to children who are bullied.
  • I know that when you feel sad, it affects the way you behave and how you think.
  • I know some people in and out of school who I could talk to if I was feeling unhappy or being bullied.
  • I know what to do if I am bullied.

Years 3 and 4

  • I know what it means to be a witness to bullying.
  • I know that witnesses can make the situation better or worse by what they do.
  • I know how it might feel to be a witness to, and a target of, bullying.
  • I can tell you why witnesses sometimes join in with bullying or don’t tell.
  • I can tell you some ways of helping to make someone who is being bullied feel better.
  • I know that sometimes bullying is hard to spot, and I know what to do if I think it is going on but I am not sure.
  • I can problem-solve a bullying situation with others.

Years 5 and 6

  • I understand how rumour-spreading and name-calling can be bullying behaviours.
  • I can explain the difference between direct and indirect types of bullying.
  • I can explain some of the ways in which one person (or group of people) can have power over another.
  • I know some of the reasons why people use bullying behaviours.
  • I know some ways to encourage children who use bullying behaviours to make other choices.
  • I can tell you a range of strategies, which I have for managing my feelings in bullying situations, and for problem solving when I am part of one.

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Last updated: 5 November 2015

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